http://hdl.handle.net/20.500.12328/77 2026-04-20T17:14:35Z 2026-04-20T17:14:35Z Graell, Mariona Pujol Valls, Maria http://hdl.handle.net/20.500.12328/5175 2026-03-25T11:33:53Z 2025-12-31T00:00:00Z

Teaching Children’s Literature and Reading for Fun at University Graell, Mariona; Pujol Valls, Maria The debate on reading and the formation of readers has gained relevance in the university context in recent years. The growing interest in understanding how to promote the pleasure of reading among future teachers and other literary mediators has become a shared challenge for research, teaching practice and educational policy. This issue of the Journal of Literary Education, born out of the 3rd Fostering Dialogue Conference - Teaching Children’s Literature and Reading for Pleasure in the University, invites reflection on how literary mediation can transform our relationship with books and how higher education institutions can help consolidate a living, pleasurable, critical and affective reading culture.

2025-12-31T00:00:00Z Tassev, Valentin Carlet, Angélica Pujol Valls, Maria http://hdl.handle.net/20.500.12328/5171 2026-01-14T03:00:57Z 2025-11-03T00:00:00Z

Students’ Attitudes towards Native and Non-native English Teachers in the Thai EFL Tertiary Context Tassev, Valentin; Carlet, Angélica; Pujol Valls, Maria This study explores the attitudes of 147 Thai undergraduate university students towards native English teachers (NETs) and non-native English teachers (NNETs) in various areas of English language instruction, namely: fluency, cultural knowledge, empathy, grammar, learning materials, classroom relationships, and motivation. Quantitative and qualitative data were gathered through an online questionnaire. Findings have shown that participants remained neutral in all areas of language instruction except for fluency and cultural knowledge, whereby they exhibited preferences in favor of NETs. Moreover, the results revealed that the participants mostly referred to teachers’ personal pedagogical skills and knowledge, attributing to the quality of their teaching performance, which justified the participants’ choices in favor of neutrality. These findings suggest that all teachers should be evaluated based on their personal pedagogical skills and knowledge rather than on their first language(s) backgrounds and/or nationality. Moreover, the findings suggest that both groups of teachers should be given opportunities to enhance their teaching expertise by redirecting their attention towards the diverging and multifaceted roles that a teacher plays.

2025-11-03T00:00:00Z ARIAS VALLE, MARIA BELEN Marimon, Frederic http://hdl.handle.net/20.500.12328/5167 2026-01-13T03:00:25Z 2025-06-01T00:00:00Z

Evolution of Latin American Higher Education ARIAS VALLE, MARIA BELEN; Marimon, Frederic This study examines the evolution of Latin American higher education institutions’ (HEIs) commitment to the 2030 Agenda, using their participation in the Times Higher Education Impact Rankings (THE-IR) as a key measure. The analysis covers 2019 to 2024, assessing the growth in participating HEIs and their performance in various Sustainable Development Goals (SDGs). The primary goal is to identify trends in HEI participation in THE-IR and evaluate their adoption of SDGs. A quantitative approach, using descriptive statistics, was applied. Data were sourced from THE-IR’s official database, covering six years. Trend analysis and visualizations were conducted using specialized statistical tools. The findings indicate a steady increase in HEI participation, with strong results in Brazil, Chile, Colombia, and Mexico. The most frequently adopted SDGs include Good Health and Well-being (SDG 3), Quality Education (SDG 4), and Affordable and Clean Energy (SDG 7). While the commitment of Latin American HEIs to the 2030 Agenda is growing, it remains in the early stages. There is a clear need for greater institutional support and government policies to advance sustainability in education.

2025-06-01T00:00:00Z ARIAS VALLE, MARIA BELEN Marimon, Frederic http://hdl.handle.net/20.500.12328/5166 2026-01-13T03:00:56Z 2025-10-27T00:00:00Z

Evaluating Sustainability Research in Argentine Higher Education Authors ARIAS VALLE, MARIA BELEN; Marimon, Frederic This study analyzes the integration of sustainability into the research activities of Argentine higher education institutions (HEIs), both public and private. Through a quantitative approach, 132 HEIs were evaluated regarding the presence of sustainability research lines, the inclusion of this topic in strategic plans, and the existence of specialized institutes and academic publications. The results indicate that only 26% of HEIs have established research lines on sustainability, with greater participation from public universities. However, the overall commitment is uneven, with only 55% of institutions including sustainability in their strategic plans. The limited presence of observatories, specialized journals, and research centers in sustainability constrains the ability of Argentine HEIs to influence national and international agendas in this field. This study highlights the need for stronger policies and incentives to promote sustainability research. The study concludes by emphasizing that while progress has been made, it is imperative to adopt a systematic and strategic approach for Argentine HEIs to effectively contribute to sustainable development. We would like to express our sincere gratitude to the National Scientific and Technical Research Council (CONICET) for awarding us the postdoctoral fellowships. This opportunity has been instrumental in advancing our research and professional development. We are also deeply grateful to the people at Universidad Católica de Cuyo for their invaluable support and collaboration throughout this academic journey. Their encouragement and resources have been fundamental to the success of this project.

2025-10-27T00:00:00Z